1 00:00:00,115 --> 00:00:02,699 No, I have a picture in here somewhere but I'm not remembering where it is. So, of PixWriter. 2 00:00:05,253 --> 00:00:11,585 But that gives you an idea. So, since we're back here, any preference? 3 00:00:11,585 --> 00:00:16,402 We could do more visual aids, communication aids or some tools in action? 4 00:00:16,402 --> 00:00:21,852 Does anyone have a preference where they would like to go? 5 00:00:21,852 --> 00:00:29,168 [Karen] And while people are writing a question or raising their hand, you've got a question from Lorrie Redmond. 6 00:00:29,168 --> 00:00:34,518 She says can you copy the symbolated text into an email? 7 00:00:34,518 --> 00:00:43,651 [Jen] Absolutely. That's my understanding. My understanding is that you should be able to save it 8 00:00:43,651 --> 00:00:54,800 depending on the program as either a PDF, which saves it. Or as HTML, in case of Clicker it saves things as HTML. 9 00:00:54,800 --> 00:01:03,317 In both of those cases you can then attach them into an email if you're not able to directly copy and paste. 10 00:01:03,317 --> 00:01:12,483 I believe you can in both of those programs. If you can't then those are two work arounds. 11 00:01:12,483 --> 00:01:19,449 [Karen] And you've got two requests for tools in action Jen. 12 00:01:19,449 --> 00:01:22,322 [Jen] Alright. Tools in action. 13 00:01:22,322 --> 00:01:31,563 These are different kinds of activities that I have made or people I have worked with have made. 14 00:01:31,563 --> 00:01:35,630 Does anyone have any place they would like to go? 15 00:01:35,630 --> 00:01:43,461 What I'll be doing with these will be mostly pulling up different files that I've created either with a student 16 00:01:43,461 --> 00:01:50,178 or for a student. 17 00:01:50,178 --> 00:02:00,512 Your choices are color coding, symbolated text, word. Really. 18 00:02:00,512 --> 00:02:15,194 [Karen] We've got a request for choice making. We've got a request. Yep. Process. Another request for process. 19 00:02:15,194 --> 00:02:21,363 [Jen] Great. Let's do process first and then we'll do choice making. Process. 20 00:02:21,363 --> 00:02:28,113 Tools that I use for these are the tools that I have. So I'm not using exciting tools. 21 00:02:28,113 --> 00:02:40,379 This is Microsoft Word. What I did is, the student wanted to cook, so we had this form for this student to do. 22 00:02:40,379 --> 00:02:47,029 It's very clear. First, look at the recipe. What ingredients are listed in the recipe? 23 00:02:47,029 --> 00:02:58,178 They write those ingredients down. Two, what tools do you need. Circle all that you need. 24 00:02:58,178 --> 00:03:05,745 We have a whole bunch of tools here. So some of them like measuring cups and measuring spoons are obvious. 25 00:03:05,745 --> 00:03:11,945 Some of them, like oven mitts are not so obvious and that takes a little bit of discussion. 26 00:03:11,945 --> 00:03:17,360 If something is going in the oven, we need oven mitts. 27 00:03:17,360 --> 00:03:21,126 Three, now look at these two lists. 28 00:03:21,126 --> 00:03:29,928 What ingredients do you already have, because we were in his kitchen, and what ingredients do you need to buy? 29 00:03:29,928 --> 00:03:36,511 So he would do a search of his cupboard for the ingredients he listed above. 30 00:03:36,511 --> 00:03:44,495 And then next, what tools do you already have? And what tools do you need to buy? 31 00:03:44,495 --> 00:03:49,877 So, that was the process. And then of course this led to a shopping list and then we went out and went shopping. 32 00:03:49,877 --> 00:03:55,676 And then we came back and made the recipe. 33 00:03:55,676 --> 00:04:04,179 On this one is one that we did to plan an outing. And I have a couple different trip planners, but this was one. 34 00:04:04,179 --> 00:04:10,129 Where are you going? What is the address? What are you going to do, see or buy there? 35 00:04:10,129 --> 00:04:19,795 This student could process that text. Some students can't. And you'll notice that this student is very text oriented. 36 00:04:19,795 --> 00:04:27,262 How will you get there? Circle one and then fill out the information. Walk? Drive? 37 00:04:27,262 --> 00:04:35,262 BART is our lightrail system here in the Bay Area. And Bus. And each one has it's own set of questions. 38 00:04:35,262 --> 00:04:42,708 So for example. For bus, what bus will you take? Where will you get on the bus? Where will you get off the bus? 39 00:04:42,708 --> 00:04:49,923 What time does the bus to get there leave? What time does the bus to come home leave? 40 00:04:49,923 --> 00:04:59,538 How much will round trip bus fare cost? So this was his sheet to help plan out an outing. 41 00:04:59,538 --> 00:05:06,577 This was a sheet that we did for him during an outing. 42 00:05:06,577 --> 00:05:11,392 We went to a science museum called the Chabot Space and Science Center. 43 00:05:11,392 --> 00:05:19,743 So we went online beforehand and got pictures from the website from all the different exhibits currently happening. 44 00:05:19,743 --> 00:05:28,992 Then we made this scavenger hunt. What is it? What exhibit is it in? And just write four words about it. 45 00:05:28,992 --> 00:05:40,793 This particular student was not as comfortable with word based, with linguistic expression. 46 00:05:40,793 --> 00:05:49,458 And so, these two you can copy down. Because there will be a sign by what is it and there will be a sign for the exhibit. 47 00:05:49,458 --> 00:05:55,944 They just need to copy those. Expressing their own words is a little more difficult. 48 00:05:55,944 --> 00:06:08,444 So that's why this one has write only four words about it. This we printed out and took with us when we went. 49 00:06:08,444 --> 00:06:16,344 That was some examples of process. And choice making. 50 00:06:16,344 --> 00:06:24,560 This was a reward for a student. What do you want to do today? Cement slide? Ice skating? Bowling? 51 00:06:24,560 --> 00:06:29,793 Or an arcade? This student really responded to the pictures. 52 00:06:29,793 --> 00:06:34,926 The pictures resonated far more than the words for this student. 53 00:06:34,926 --> 00:06:41,544 But it was still important for us to include the words. 54 00:06:41,544 --> 00:06:53,824 This one I use Safari which is a Mac based web browser. Safari has this great view. 55 00:06:53,824 --> 00:07:05,457 We set this up with the websites that he enjoys. These are two National Geographic websites for videos, for games. 56 00:07:05,457 --> 00:07:14,448 This is a museum website for the Legion of Honor and the de Young Museum in San Francisco 57 00:07:14,448 --> 00:07:22,597 because he likes to go and look through the online galleries. This one I don't remember what it is. 58 00:07:22,597 --> 00:07:30,647 This one is a zoo. This one is a Monterey Bay Aquarium. This one is another zoo. This is the San Diego Zoo. 59 00:07:30,647 --> 00:07:40,014 This is the Oakland Zoo. This is his Facebook page. These are games that he did. 60 00:07:40,014 --> 00:07:44,864 Beer caps is a great game because its basically matching but it looks like a grown up game. 61 00:07:44,864 --> 00:07:52,164 So this client by the time I was working with him doing this he could go and do this, a matching game, which he loved, 62 00:07:52,164 --> 00:07:59,148 but it was completely age appropriate because it was beer caps matching. 63 00:07:59,148 --> 00:08:14,601 Any other requests? Where people would like to go? 64 00:08:14,601 --> 00:08:28,583 Ok. Then I'm going to go to worksheets because I like some of these examples. 65 00:08:28,583 --> 00:08:35,532 Some of these use this software program that I'm using now just in different ways and they are very educational. 66 00:08:35,532 --> 00:08:45,550 This was coil, today I, yesterday I and I am. And the same for these four verbs. 67 00:08:45,550 --> 00:08:54,449 So was to help this student work with producing the correct verb tense. 68 00:08:54,449 --> 00:09:05,653 This one was a rating sheet for rating technology. 69 00:09:05,653 --> 00:09:09,186 I often work with students and I need to figure out which technology tools work for them and I want their input. 70 00:09:09,186 --> 00:09:14,986 But for somebody with Autism it can be difficult to find a medium that allows them to give me input. 71 00:09:14,986 --> 00:09:22,376 So I found that this rating sheet. They did not read this independently. 72 00:09:22,376 --> 00:09:31,742 I read this to them. How do you like writing on paper? And then this they filled out independently. I had it in hard copy. 73 00:09:31,742 --> 00:09:41,742 They were able to clearly give me their preference. Thumbs down and thumbs up are very readily understood icons. 74 00:09:41,742 --> 00:09:52,172 They really could, this student could really let me know which he liked better. 75 00:09:52,172 --> 00:09:54,721 How do you like writing on paper? How do you like typing on the computer? How do you like reading on paper? 76 00:09:54,721 --> 00:09:58,905 How do you like reading on the computer with the fast computer voice? 77 00:09:58,905 --> 00:10:02,337 How do you like reading on the computer with the slow computer voice? 78 00:10:02,337 --> 00:10:07,771 And he was able to give me feedback for all these. He did not put comments. 79 00:10:07,771 --> 00:10:15,837 I asked him if he had anything he wanted to tell me but since expressive production was difficult for him as it is for many 80 00:10:15,837 --> 00:10:23,553 people with Autism, he couldn't give me that. But he could very easily give me his rating. 81 00:10:23,553 --> 00:10:27,327 So that was very helpful for me. 82 00:10:27,327 --> 00:10:40,409 And this one is a math one that is just to give you an idea of the ways you can use inspiration. 83 00:10:40,409 --> 00:10:45,293 Each of these is a certain amount of cost and you have to figure out how much change you are going to get 84 00:10:45,293 --> 00:10:59,309 by copying and pasting another one of these and then moving it in. 85 00:10:59,309 --> 00:11:09,424 One other one that I would like to do here is the matching and the sorting. No. 86 00:11:09,424 --> 00:11:13,326 I'd rather do the brainstorm and the dialogue. I wanted to show you a process that a student and I went through. 87 00:11:13,326 --> 00:11:22,790 I'd like to show you this one to you because I can not include this one in the files since it includes pictures. 88 00:11:22,790 --> 00:11:26,341 I can share it with you here but I cannot distribute it. 89 00:11:26,341 --> 00:11:30,057 This student had gone to Las Vegas. 90 00:11:30,057 --> 00:11:38,942 I wanted to find out how it went for him, but of course for him expressing and telling me how his trip went was very dfficult. 91 00:11:38,942 --> 00:11:44,042 I took all of his digital pictures and put them all up here. 92 00:11:44,042 --> 00:11:49,706 Yes, they are all very small and that did not matter to him. He knew what was in these pictures. 93 00:11:49,706 --> 00:12:00,107 So then I broke down first, second, third, fourth and fifth. 94 00:12:00,107 --> 00:12:11,822 And I had him drag down the things that he did, first, second, third, fourth and fifth during his trip. 95 00:12:11,822 --> 00:12:19,423 Based on those activities, seeing the pictures and putting them in order. 96 00:12:19,423 --> 00:12:29,188 That gave me enough of a hook to start a dialogue with him that resulted through some collaborative writing, 97 00:12:29,188 --> 00:12:36,956 resulted in all of this. 98 00:12:36,956 --> 00:12:45,554 Then we took those sentences and made a paragraph out of them. 99 00:12:45,554 --> 00:12:58,971 Yes, this was supported writing, but the ideas came from him and it was great that he was able to express himself 100 00:12:58,971 --> 00:13:03,804 through this process. This writing would not have happened, I would not have known what to ask him, 101 00:13:03,804 --> 00:13:11,553 what prompts to give him had he not gone through this process to give me enough information to help him 102 00:13:11,553 --> 00:13:19,888 express in words what he has experienced. 103 00:13:19,888 --> 00:13:28,252 Any other requests for things from there? We have about 15 minutes left and so I can show you more of these 104 00:13:28,252 --> 00:13:42,630 or I can go show some communication aids or more visual aids. Any preferences? 105 00:13:42,630 --> 00:13:49,146 No. I'm going to do communication aids since we haven't touched on it. 106 00:13:49,146 --> 00:13:58,297 There are three different areas of communication aids. Low is a really important one for me. 107 00:13:58,297 --> 00:14:05,446 Especially if you are in a public service arena, like in a library and you do not have access to cool pieces of 108 00:14:05,446 --> 00:14:11,063 software where you could whip up some kind of visual display because you don't even know what they are 109 00:14:11,063 --> 00:14:18,563 going to be asking. I find that just having a paper and pencil, having white board and markers is very helpful. 110 00:14:18,563 --> 00:14:27,145 I often take paper and pencil and just put squares and choices to say what is it that you want to do next? 111 00:14:27,145 --> 00:14:38,663 What is it that you need from me? So to go through those processes of eliciting information 112 00:14:38,663 --> 00:14:48,178 I find that when I work with most people with Autism they are far more adept at choosing from a bank of choices 113 00:14:48,178 --> 00:14:52,178 then producing a choice independently.